ABSTRACT
This predominance of a maieutic model for education is correlative, therefore, with larger epistemological concerns, with a more general theory of coming to know, with coming to know who I am in terms of the “larger scheme of things” of which I am a part. Philosophy in the West, Levinas argues, “has most often been an ontology”—that is, “a root complicity”3of being (the ontos) and reason (the logos), reason coming to know being and being surrendering itself to reason, resulting in the priority of the theoretical as the privileged way to know. Levinas refers to it as “the reduction of the other to the same” (2004, 43), the reduction of everything to its place in the knowing-being correlation.
